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Strategies for transitioning from a clinical position to a faculty role
Carolyn H Scheese1, John Nerges1, Christopher S Sneddon1
1University of Utah College of Nursing, 10 South 2000 East, Salt Lake City, UT 84112, United States of America.
Summary
The growing nursing shortage is worsened by a lack of faculty. This study offers strategies for expert clinicians transitioning to academia to support nursing education.
Area of Science:
- Nursing Education
- Academic Transition
- Faculty Development
Background:
- A significant and worsening nursing shortage is a national concern.
- This shortage is exacerbated by a deficit of qualified nursing faculty.
- Expert clinicians transitioning to academia face challenges as novice faculty.
Purpose of the Study:
- To provide evidence-based strategies for a successful transition from clinical practice to academic nursing roles.
- To address the challenges faced by new nursing faculty, including navigating academic structures and developing new skills.
- To support the recruitment and retention of expert clinicians in nursing education.
Main Methods:
- Literature review on faculty transition and challenges.
- Synthesis of practical strategies and tips from experienced faculty.
- Focus on equipping novice faculty with essential academic competencies.
Main Results:
- Expert clinicians require comprehensive orientation to academic environments.
- Development of skills in curriculum design, classroom management, and understanding academic culture is crucial.
- Mentorship and structured support are vital for novice nursing faculty.
Conclusions:
- Facilitating the transition of expert clinicians to faculty roles is essential to address the nursing shortage.
- Targeted support and education can enhance the success and retention of new nursing faculty.
- Investing in faculty development strengthens the future of nursing education and practice.
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